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Evidence-Based Educational Methods. Educational Psychology

  • ID: 1760664
  • Book
  • June 2004
  • Elsevier Science and Technology

Evidence-Based Educational Methods answers the challenge of the No Child Left Behind Act of 2001 by promoting evidence-based educational methods designed to improve student learning. Behavioral scientists have been refining these instructional methods for decades before the current call for evidence-based education. Precision Teaching, Direct Instruction, Computerized Teaching, Personalized System of Instruction, and other unique applications of behavior analysis are all informed by the scientific principles of learning, have been tested in the laboratory, and are often shown to have significant success in field applications. This book details each of these approaches to education based on the principles of behavior analysis. Individuals and agencies responsible for instruction that leaves no child behind will find this compendium an important resource for meeting that challenge, and young educators will greatly benefit from this text, as they will see a blueprint of the evidence-based education systems being planned for the future.

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D.J. Moran, The Need for Evidence-Based Educational Methods.
L.D. Frederick and J.H. Hummel, Reviewing the Outcomes and Principles of Effective Instruction.
R.D. Greer and D.D. Keohane, A Real Science and Technology of Education.
Introduction.
C. Merbitz, D. Vieitez, N.H. Merbitz, and H.S. Pennypacker, Precision Teaching: Foundations and Classroom Implications.
C. Merbitz, D. Vieitez, N.H. Merbitz, and C. Binder, Precision Teaching: Applications in Education and Beyond.
T.A. Slocum, Direct Instruction: The Big Ideas.
J.H. Hummel, M.L. Venn, and P.L. Gunter, Teacher-Made Scripted Lessons.
V. Tucci, D.E. Hursh, and R.E. Laitinen, The Competent Learner Model: A Merging of Applied Behavior Analysis, Direct Instruction, and Precision Teaching.
M.N. Desrochers and G.D. Gentry, Effective Use of Computers in Instruction.
R.D. Ray, Adaptive Computerized Educational Systems: A Case Study.
T.V.J. Layng, J.S. Twyman, and G. Stikeleather, Selected for Success: How Headsprout Reading Basic Teaches Beginning Reading.
E.J. Fox, The Personalized System of Instruction: A Flexible and Effective Approach to Mastery Learning.
J.J. Pear and T.L. Martin, Making the Most of PSI with Computer Technology.
K. Johnson and E.M. Street, The Morningside Model of Generative Instruction: An Integration of Research-Based Practices.
G.S. Bruce, Learning Efficiency Goes to College.
Y. Barnes-Holmes, D. Barnes-Holmes, and C. Murphy, Teaching the Generic Skills of Language and Cognition: Contributions from Relational Frame Theory.
R.D. Greer, D.D. Keohane, K. Meincke, G. Gautreaux, J.A. Pereira, M. Chavez-Brown, and L. Yuan, Key Instructional Components of Effective Peer Tutoring for Tutors, Tutees, and Peer Observers.
T. Sharpe, D. Balderson, and H. So, Training Professionals Using Sequential Behavior Analysis.
M.B. Gilbert, Grammar and Writing Skills: Applying Behavior Analysis.
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Daniel J. Moran MidAmerican Psychological Institute, Joliet, Illinois, U.S.A..

Richard W. Malott Western Michigan University, Kalamazoo, U.S.A..
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